Better in Both? Bilingual Intervention in an Australian School Context

Autor/inn/en	Hemsley, Gayle; Holm, Alison; Dodd, Barbara
Titel	Better in Both? Bilingual Intervention in an Australian School Context
Quelle	In: Australian Journal of Education, 58 (2014) 2, S.139-152 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944114530064
Schlagwörter	Intervention; Mathematics Instruction; Malayo Polynesian Languages; English (Second Language); Second Language Learning; Second Language Instruction; Language of Instruction; Mathematics Skills; Teaching Methods; Comparative Analysis; Mathematics Tests; Mathematical Concepts; Bilingual Education; Vocabulary Development; Concept Formation; Outcomes of Education; Foreign Countries; Elementary School Students; Australia; Boehm Test of Basic Concepts + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Bilingual teaching; Bilingualer Unterricht; Wortschatzarbeit; Concept learning; Begriffsbildung; Lernleistung; Schulerfolg; Ausland; Australien
Abstract	This study evaluated a bilingual intervention in the key learning area of mathematics. Nine typically developing Samoan-English students received math lessons in both Samoan and English. A control group of Samoan-English students received all lessons in English. The material covered and the amount of instruction was the same for each group. The only difference was in the language of instruction. Two assessments measured progress in early mathematical skills and concept development. Initial data from each test in isolation indicated no additional benefit for students who received bilingual intervention. Further analysis revealed two interesting patterns of learning between tests. First, all students more easily acquired rote mathematical skills and knowledge than conceptual knowledge and its associated vocabulary. Second, there were differences in patterns of learning between groups. The control group acquired mathematical skills but made limited progress acquiring conceptual knowledge. In contrast, the intervention group demonstrated more balanced learning: acquisition of core math skills was matched by gains in conceptual development. We propose that bilingual intervention facilitated English word learning, producing improved learning of core skills linked to underlying conceptual knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01